5th Grade Eureka Math / Engage NY Application Problems: Module 6

5th Grade Eureka Math / Engage NY Application Problems: Module 6
5th Grade Eureka Math / Engage NY Application Problems: Module 6
5th Grade Eureka Math / Engage NY Application Problems: Module 6
5th Grade Eureka Math / Engage NY Application Problems: Module 6
5th Grade Eureka Math / Engage NY Application Problems: Module 6
5th Grade Eureka Math / Engage NY Application Problems: Module 6
5th Grade Eureka Math / Engage NY Application Problems: Module 6
5th Grade Eureka Math / Engage NY Application Problems: Module 6
Grade Levels
File Type

Zip

(13 MB|17 PPT Files)
Standards
  • Product Description
  • Standards
If you are using the Eureka Math or Engage NY math curriculum, these PowerPoints are a great way to present the daily lesson's Application Problem. This bundle is for 5th grade, Module 6, which has 20 lessons (not including the "Year in Review" lessons) with an Application Problem for 17 of them.

Each PowerPoint has slides with a learning target and success criteria for that day's lesson, problem solving protocol following the RDW (Read, Draw, Write) format, and the Application Problem.

The Application Problem is designed to appear line by line intentionally. As I present the PPT to the class, we read and visualize each line of the problem, helping to create a better understanding. It is also useful to have students turn and talk to a neighbor about their understanding of the problem and possible ways they could solve it.

There is also a PDF that includes the solutions for each Application Problem.

If you find these PowerPoints useful, check out my other Application Problem bundles.

Note: These word problems can be used independently of Eureka/Engage NY however, the learning targets and success criteria may not make as much sense as I have based those on the goals of each entire lesson.
Log in to see state-specific standards (only available in the US).
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., 𝘹-axis and 𝘹-coordinate, 𝘺-axis and 𝘺-coordinate).
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Total Pages
17 PPT Files
Answer Key
Included
Teaching Duration
N/A
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